EDP 3004 Educational Psychology: Principles & Applications
Professor: Dr. Martha Pelaez
Website: http://www.fiu.edu/~pelaeznm/
Phone: 348-2090
Office room: COE 242-B
Spring term 2013, GC 279B
Class Hrs: Mondays 5:00–7:40 pm
Office Hrs: Mondays 2:30-4:45 pm
Thursdays 2:30–4:45 pm
By appointment
GENERAL DESCRIPTION:
This is an undergraduate foundation course designed to teach psychology as applied to teaching with emphasis on research and practical applications. The course bridges the gap between theory, research, and applications and offers the practical knowledge needed to make effective and professional teachers. The rationale for implementing educational methodologies is presented; this course is a major link between the theory courses and the method courses throughout the College of Education Curriculum. This course is a requirement for Teacher's certification.
RATIONALE AND OBJECTIVES:
There are two main objectives in this course:
(1) To inform future teachers on the psychological principles of learning and motivation. Students in this course must learn the specific processes involved in teaching-learning effectively in the classroom. Thus, the course principal foci are on the processes by which information, skills, values, rules, and attitudes are transmitted from teachers to students.
(2) To inform future teachers on the application of those principles of psychology and learning to the practice of instruction; specific information on how the methods, procedures, and behaviors of teachers impact learners.
REQUIRED TEXT:
(available at the FIU bookstore)
Santrock, J. W. (2011). Educational Psychology (Fifth edition). NY: McGraw Hill. Professor’s summary PowerPoint notes will be on Dr. Pelaez’s Web page: http://www.fiu.edu/~pelaeznm/
SUGGESTED READING: (available in Reserve Room at the FIU Library)
Alberto, P. A. & Troutman, A. C. (2008). Applied behavior analysis for teachers (8th ed.). New Jersey: Pearson Education.
Publication Manual of the American Psychological Association (Fifth Edition or newest). Washington, D. C.: American Psychological Association.
For more information on behavior-analysis training, certification, and job opportunities visit: WWW.behavior-analysis.org
To be informed on current teaching certification requirements in the State of Florida visit: WWW.fldoe.org
For teachers resources in the classroom please visit:
WWW.fldoe.org/teacher/resources.asp
Course Requirements and Notes:
1. Attendance is compulsory and will be taken intermittently for extra points.
2. Students are responsible for the text reading AND homework exercises due on the days listed.
3. Everyone is expected to come to class on time and take a midterm and a final exam at the scheduled times. There will not be Make-up exams. No cellular/phone mobile or other electronic devices (than those in the classroom) are allowed.
Approximately the first 20 minutes of each class will be dedicated to questions asked of the students about the reading due that day and to discussion on such material. The rest of the class time will be dedicated to lecture, discussion, and review of practice tests.
There will be two exams (dates are listed below) and multiple quizzes in class on the lecture material for extra points. These exams will cover both lecture and textbook readings materials. These two exams consist of multiple-choice questions and will cover the material of the entire course divided in two segments--one segment of chapters for each exam. Each exam is worth 33.3 % of the final grade.
REQUIRED ASSIGNMENTS AND GRADING:
THE COURSE GRADE WILL BE BASED ON THE TWO EXAMS (33.3 POINTS EACH=33.3 X 2 = 66.6 %) PLUS 33.3 POINTS FOR THE TASK-STREAM ARTIFACT/PROJECT, and extra points for participation.
FEAP 7) Human learning and development: showing that you are familiar with learning theories, learning principles, and their application to your teaching practice.
FEAP 9) The design of learning environments: Showing that you can think critically about the types of learning interactions and learning environments (or conditions) that will facilitate learning in your students
Grading:
Grades will be assigned based on the following points distribution:
100 - 95 = A (4.00 grade points) Excellent; superior
94 - 90 = A- (3.67 grade points) Very Good
89 - 87 = B+ (3.33 grade points) With merit; good
86 - 84 = B (3.00 grade points) Good
83 - 80 = B-
79 - 77 = C+ (2.67 grade points) Above-satisfactory
76 - 74 = C (2.33 grade points) Above-satisfactory
73 - 70 = C- (2.00 grade points) Satisfactory; minimum
69 – 67= D+
66 – 64= D
63 – 60= D-
<60=F
In writing your notes (for your artifact/taskstream) please take the following information into account: format:
The quality of the structure of the paragraphs and grammar must convey that you can write effectively. These are essential to the assignment. Correctly using topic sentences, writing well-focused paragraphs, and good spelling and grammar would make your important ideas more accessible to your reader and identify you as a capable professional in your field. To help you in conceptualizing your writing, you should check to make sure that you have satisfied the criteria that I will use to assess your work. Look over the following four categories that will be used to assess the quality of the artifacts that are submitted. Take great care with this assignment, as state guidelines require that you must pass the artifact assignment to receive credit for the course. If you need assistance to improve your writing skills, ask your instructor or student services at the Green Library office for information about writing workshops.
3004 Writing Scoring RubricExamples/Content: How clearly presented were the examples that you chose included in your writing? Is your description sufficiently elaborated that someone who was not there gets a complete picture of the event/principle? Do your notes show that you really understand the content that you are discussing? / Excellent25% Needs work 5%
Organization/Clarity: How clear are the notes overall? Do you have a clear point or focused set of points to make? Do the paragraphs show organization and ordering?
Analysis: Why are you selecting these facts? What is the main point of all your writing? Make your case and be persuasive that you have interpreted these observations correctly and made important insights.
Instructions: Have all the instructions been followed? Are your notes legible or hard to read for some reason or simply not summarizing or addressing the questions raised in the chapter/lecture?
To interpret the score or guide your efforts in creating your artifact you can also look at the following classification.
Level / Score / Description4 / 90-100% / Clear well presented ideas and practices with evidence of significant original application of your knowledge
3 / 80-89% / Clear well presented ideas and practices but poor or limited evidence of original application of your knowledge
2 / 70-79% / Fuzzy/Unclear structure with incomplete or very limited presentation of important ideas and knowledge.
1 / 0-69% / Not passing
Thus, the main objective of your TaskStream (Powerpoint Notes Project):
I. Identify the main topic for each of the chapters covered in the lectures (following an outline, examples, ideas, summarizing). For your notes on each chapter you should be reading the assigned material. They should reflect your understanding of the topic at hand.
II. Provide example(s) of how you would apply the particular theory or concept being discussed in class and in each chapter to your classroom. At the end of your paper/project think of your future students (including culturally and/or linguistically diverse students).
III. On the last page of your project/paper you should write a “Conclusion” paragraph. For example, conclude what was the most meaningful aspect of the reading to you and why. What has the reading of the chapter together with the professor’s lecture/explanations shown you about the topic, principle, or research?
Calendar for EDP 3004
DATE TOPIC Readings Due:
Jan 7 Educational Psychology: A Tool for Teaching Introduction
Ch. 1
Jan 14 Research Methods & Cognitive Development Ch. 1 and 2
Jan 21 MLK day-University Closed
Jan 28 Cognitive & Language Development Ch. 2
Social Context and Socio-emotional Development Ch. 3
Feb 4 Individual Variations: Intelligence Ch. 3 & 4
Feb 11 Individual Variations: Intelligence Ch. 4
Feb 18 Behavioral Approaches to Learning Ch. 7
Feb 25 Information Processing Theories Ch 7& Ch. 8
Review for Exam
Mar 4 Midterm Exam
Mar 11 Spring Break (March 11-16)
Mar 18 Complex Cognitive Processes and Learning Ch. 9
Mar 25 Learning and Cognition in the Content Areas Ch. 11
Apr 1 Planning, Instruction, and Technology Ch. 12
Apr 8 Motivation, Teaching and Learning Ch. 13
Apr 15 Managing the Classroom and Review for Task Stream Ch. 14
Review for Final Exam
TaskStream Project DUE to Professor (bring a Hard Copy to class-no email)